Beruflich Dokumente
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ililililil
EPED-4A-02A-RM-1 8-537
TO ERINTENDENTS
FROM
l. The Region through the Cuniculum ond Leorning Monogement Division wili
conduci o iroining on the Enhoncement of PedogogicolSkills in Teoching Reoding
in ihe Mother Tongue ond Bridging Process of Grode 2to be held on October 23-
27,2OlB in o venue to be onnounced loter in o seporote memorondum.
3. The following ore ihe number of porticiponts per division ond the focol persons:
www.deped.gov.ph
FROM: \4oRItA
k
.-l ur*'*DrGfrDtrUO
Undersecretary for Cu:riculupc and Instrrrction
$
ddro/
SUBJECT: GUIDDLIISES oil TIIE ITHLIZATIOIY or THt DOIPILOADED FuIlIDs FoR
THE RT(}IOilWIDE TRAIITIITGS OIY THE DIr.I.TNEIYT K TO 12 TEACHIIYG AIITD
LEARilII{c DELMBY PRo(}RAilS: PROFESSIOI{AL DE\IELOPUETT
COMPOIIEilTN
DATE:
\n
August 15,2018
'
I
'
To facilitate tle conduct of the regiouwide trainings, funds shall be downloaded to each region,
charged. to the 2018 HRTD funds. The funds to be dournloaded shall cover experxies for tlre board
and lodging of Bre participants and administrative cost and training materials. Breakdown of
fund allotment in elch program for each region are attached herewith for your reference (see
Annex).
For more information, all concerned may contact Mr. Denn'Marc P. Alayon at the Bureau of
Iearning Delivery-Teaching and Ifaming Division (BLD-TLD), 4* floor, Bonifacio Building,
DepEd Complex, Meralco Avenue, Pasig Cisr at telephone nos: (O2) 638-4799, l02l 687-2948,
celtphone no: OgeZ-f 26-9978, or through email address: derrnmarc.alayon@eped.gov.ph
.GUIDELIIIES OIT TIIE UTILIZATIOIT OF TIIE DOW1YLOADED FUITDS FCIR TIIE
REGIOIYWIDE TRAtrTIilGS OlT TIIE DIFFEREIST K TO 12 TTACIilrtG AITD LEARISIITG
DII,rTIERY PROGRAilS: PROEESSIOIIAL DTIIELOP}IEITT COMPOilETYT
I. Ratlonale
1. The Deparbaent of Education, tlrough the Bureau of Learning Delivery -
Teaching and Iearning Division IBLD-TLD) supports the field offices a:rd schools
in tlre delivery of quality basic education services for learners in ditrerent learni.ng
systems by designing innovative teaching and learning models, formulating
responsive policies and standards, and enhancing capacity of teacher-trainers for
relevant pedagogicaf skills resulting in improved learning outcomes. Furttrerrrore,
the BLD-TLD is ensuring tJre continuity of the implementation of various K to 12
Teaching and t-earning Delivery Programs.
4. These guid,elines shall cover the professional developmenf sqmponent of the said
pf0gra1ns.
V- Procedrrre
9. Training Design
A. The profeseional devetropment component shall be done in three phases:
Phase 1: National Training of Trainers composed of Selected
Supervisors and Subject Matter Specialists;
Phase 2: Regionwide Training of Selected Supervisors, School Heads,
and Teachers; and
Phase 3: Mentoring through school-based I-ACs.
B. One teacher and a school head frcm selected schools per region will attend
the training programs. For the Schools Divisions and Districts, the district
and the division supervisors of the concerned learning areas will also attend
the training. The criteria for selecting participants for tlre regionwid.e training
can be found in Aaaex 1 of these guidelines.
C. The regionwide trainings will have tlre following cont€nts: unpacking the
curriculum, liter;acy across the curriculum, relevan! appropriate, a-nd up-to-
date content lcrowledge and instructional strategies, and classroom-based
assessment of ditrerent learning areas. Refer to annexes of these guidelines.
Annex 2 provides an ovewiew of tlre srhole training program. Annex 3 details
the guidelines for the school-based IA,C, which are to be implemented in the
third phase of the trainings. Ttre session guides, tnining videos, and
materials to be used by tlre trainers for the cond.uct of tlre regionwide
trainings and l,AC sessions shali be provided through an external drive which
will be delivered to each region via courier.
D. The regionwide trainings on the aforementioned programs shall be conducted
by the Curiculum arrd Learning Managenent Division (CLIVID) office of each
region.
C. In cases where diferent learning areas are concerned, each region should
strategize the clustering of schools as only one teacher/mentor will represent
each school in the training.
B. To facilitate avai}ability of funds, the Regional Office shall request the release
of Notice of Cash Allocation (NCA) from tlreir respective Department of
Budget Management Regional of;&ces {DBM-ROs).
C. Each region shall be accountable for the disbursement of funds based on the
eligible items and activities set forth in ttrese guidelines, and based on the
Regional Training Plan to be developed in tlre National Tfaining, subject to
the usual budgeting, accounting, auditing, and procurement rules and
regulations.
VII. References
DepEd Order No. 12, s. 2015, *Guidelines on the Early Language Literacy, and
Numeracy Program: Professional Development Componenf
DepEd Order No. 33, s. 2016, "Guidelines on the Utilization of the 2016 trvery
Child A Reader Program Funds for the Early l,anguage Literacy, a:rd Numeracy
Program: Professional Development Componenf
DepEd Order No. 16, s. 2O17 - "Guidelines on the Allocation of Funds for Venue,
Meals and Snacks, a:ld Room Accommodation for Official Activities organized and
conducted by the Deparh.ent of Educationl
DepEd Order No. 2, s. 2018 - "Amendment to DepEd Order No. 15, s. 2017
(Guidelines on the Allocation of Funds for Venue, Meals and Snacks, and Room
Accommodation for Olficial Activities organized and conducted by the Department
of Education)'
VIII. EffectiviEr
14. These guidelines shall remain in force and effect, unless sooner repealed,
amended, or rescinded.
IX. List of Annexes
Annex L Selection Criteria for the Participants/Representatives to ttre
Regionwide Training
Anner 2 trainingDesigr
Annex 3 SIAC Guidelines
Annex 4 Budget Allocation per Region
Annex 5 Regionwide Training Accomplishment Report Form
Annex 6 LAC Monitoring and Evaluation Tools
Annex 1
1of1
NAfIONAI, TRAII{IITG OF TR.AIIITTRS OIT THE
PEDAGOGTCAL RETOOLIIIG llt trATIIEMATICS, LAilGUACESi, AISD SCIENCE rlOR JrntIOR IIIGH SCHOOL (PRTIUALS JIISI
o
May 27-25, 201.8, The A. Venue Hotel, Makati City x
N
PROGRAM OF ACTNryTIES
0r
ENGLISH
gq
o
=,
12:00 - 1:00 Lunch
-s
Hands.on Workshop on
Co mm u nic aliv e L a n guag e
Unpacklng he Englith Language Distingulsh@ FacE and Engeglng Leamen wtth Tnde lVebguesh, Videos, and oflr{.
Tea ching (CLO : B ackg round,
Ar$Cuntculum Opinions for Crllical Reading Boo*a ud DigitalTerts Educadanal TechnotogY Tool$n
1:00 - 2:45 Pinciples, and Practice
Engllsh
6:30'7:30 Dinner
PEDAGOGICAL RETOOIING IN MATFIEMATICS, LANGUAGES, AND SCIENCE (PRIMALS) FOn IINIOR HIGII SCHOOL
Thc A, Vcnue Hotel, Makati Ave,, Mrkati Cit/
May 2l- 25,2all8
.
TRAININGMATRTX:gCIENCE
SECT|ON A
obl.adv.a!
1. €nhancs cootent knowledge and pegEgoglc.l stills of Gride 7 to 10 teachers fir Engltsh, Langu6ges and Scrtncc;
Z. Capacitate teachers in teaching the least learned competencles/crltical contents; and
Provide sustaina
sustainable and cos-effectlve development system for teachers Action Cells
;ijl+it1Hd,-:ii,-s.*+:f -..,.,.* i;4i*i-:1,1,D4Ylt.:,;Cr:Fi+{i;i l;i*xi{*1*"+;#€DAY2;=i'"*xig+'es::: i{eb;rri.ei:irD.AY3r.ll:a.Td Y!d*.t il4..i[.4,+DAYi i1-1,;.:;:..iil :DfY j:'j : '-r:-C;r _:+
7:45 - 8:00 AM Management of learning (MOt] )
8:00 - 10:00 AM Session 3l Sesslon 7: Session 11: *Sesslon 15:
Opening Program Dlffe re n tl oted ln str ucti o n : lnquiry-based Learnlng: SEs Litera cy Across Cu ni cu I u m Toward s M u lti-lite ro cies :
Tatlorlng Leorning for 27't lnstuctional Model Technology lntegrotion in
Plenary Talk: century skllls Ms. Nolda Castro Scienc€
The Joys ofTeaching Ms. Ma, Shielo Soet
Ms.Analyn Lumonag Ml Cynthia Ong
10:15 - 12:00 NN Session 4: Sesslon 8: Session 12r *Sesslon 15:
*Pre-Test Admlnstratlon Dffi re ntl ated I n stru c.,ion : IBL ond SEs on the Go .Engag lng Stude nts wlth Educational and Dlgital
Preliminary Sesslon Application ond Simulatlon Trodebooks & Digltol Texts Tools in Science
Ml Ednalyn Agbuya
Ms. Suzzeth Dlzon Ms, Helen Psdllla Ms Llgaya llagan
TIME DAY { April S0 DAY2 Mav I DAY 3 tlay 2 DAY 4 Mav 3 DAY Sttlay4
7:45-8:00 Management of Leaming (MOL)
8:00 - 10:00 Arival Session 2 Session 4 Session 6
MTBMLE in Grade ll Classroom-Based Differentlated Materials
and Fuller Approach Assessment lnstructions Development
ln Readlng ,l
(DR. GRETEL LAURA Contlnuation and.
(DR. ROSE cADtoNc) Presentatlon
MS. SHERLYN i'AE H.
10:00-12:00 Registration vtLLANEZA)
SANTIAGO
(Save the Childrcn) Planning forReglonal
Tralnlng
12:0011:00 Break
1:00-2:00 Opening Program Session 3 Session 5 Session 7 Simple Closing
Program
Two Track Method in Expliclt Teachlng ln Art of Questlonlng
Teachlng Filipino Grade ll (Developing Crltical Home Sweet Horne
Thinking Skills of
(DR. ARABELLA (DR. VTCTORTA
Grade llPupils)
soNrEGA) MANGASER)
(ilts. GLATRE )r
BARCELONA)
Developmentdlly
Appropriate
Practices {DAP)
(MS. JOCELYN
TUGUINAYO
ffi
-tji.r;.-jl.,i;.;;,.,,:i_-.,'1'.+- :.:-:i.-.:'r..';:-.t":-.'-:.+ ,:'.,Jj-t,.,r1.;:1.,,-.+, .j.';-:i -: .i -: ': j::. '.
8:00 am
lBica.koui;|i.. i,i
Arrlval 'Least Leamid and
an+: 1 -_r, :-...rl
ReBlstratlon .Jsgght lbiplcs-in -:
l€'F' i66[d:f.'siidnce..:,
!".'
,' .lJ(i.i,-:i..i:';- 1-:il.
:-*-.lr:;, , ... ,-r. : ,-
'j!ii :':. ,...':t
l:.::jj';. !. -t. ..-
3100 prn
i.;:a : '
12:00-1:00 Break
1:00-4:00 Opening Program Session 3 Sesslon 5 Session 7 Home Sweet Home
ilTBtlLE in Grade ll Reading Glassroom-Based
and FullerApproach Comprehension Assessment
.in Readlng
(DR. ARAEELTA (irs. SHERLYN itAY
(DR. ROSE soNrEGAl SAilTTAGO) )
vrLLAprzu (
{Save the Children}
1. Ratlonate
l.L School-based Learning Action Cells (SLAC$ are consistent with tlre
procedures of Sclrool Based Management {SPyl' and School Improvement
ittans (SIP), but are moro focused on the teachinglearning processes. It is a
venue for contirruous and cost-effective in-seruice training and teacher
development. LACs pmvide an opportunity for teacher development. LACs
providi an opportunity for teactrss and colleagues to come together, and
iaU. atout pt-oies*io1rai topi"s. LACs can also function as support groups for
innovative practices that are errvisioned to solve problems at the school1evel.
LACs can serve as a safe environment aitnc{ to promote collaboration and
innovation, as tAC members review specific instructional concerns, and
work togetlrer on aetion plans for identified problems in their locality.
2. ObJectlve
-2.I To enhalce the teaching-Iearning process th.at udll lead to improved
learners' achievement
3. Procedure
3.1 LACs are a form of School-Based In-Service Training (INSET). Following
the Framework for School or Cluster-Based INSET as described in the SBM
Operations Manual {2006}, ttrere are four basic steps or processes to follow'
Page 1 of6
1-.
Annex 3 Learnlag Actlon Cell Guldellner :
3.3 Tlre cyclical scheme shown b tbe framework provides process continuity
and assures acontinuing grstem of improvenent
3.4 Within tlre Plandng Stage, LAC members are ocpccted to:
3.5 Within the Implementatlon Stage, LAC membera are expected to act or
implement the proposed strategr.
3.6 Within the Enaluatlon Stage, LAC membera are er4pected to monitor tJle
effects of ttre strategr, and share their findings with the group.
3.7 Within the Follow up Stage, LAC members are c4pected to identiS areas
fs1 imFrovement or modification of tlre strategies, as well as communicate
their findings to other stalceholders (communit5r, sdrool division, etc.)
4. Compodtloa of LACI
4.L For stt'all schools, all teac,hers in the Key stage can convene
(for example, Kcy Stage 2: Grades 4 to 6 teachers).
4.2 For big schools, all teachers in a particular grade level can convene (for
sxarnpl€, all Grade 4 teachers).
4.3 For nulti-grade schoolq all teachers in tlre school can convene.
6. LAC Toplcc
6.1 LAC topics are the identified priority needs (Enhancement of Content
Itrourledge, Pedagogical Skills, and Attitudes) of the Grades 4 to 6 teachers
based on tlre training designs of each learning area component
(Mathematicg English, Filipino, and Science) of ttre Pedagogical Retooling in
Mathematicg Languages, and Science (PRIMALS) Program (See Annex 2).
The provided session guides, training videos, and materials will aid tlee
conduct of LACs.
Page 2 of6
Arrnex 3 Learntng Action Cell Guldelines
7.LAC Facllltatlon
7. I Principals/School Heads
7.L.1- They should orgiurj"e and monitor LAC groupings and meethrgs-
7-1.2 They can a.ssign LAC facilitators or leaders, members, and
documenters for each group, but do not ne€€ssarily have to facilitate
LAC meetings themselves.
7.2.1 LArC leaders are assigned for eactr LAC topic. Members of ttre
seme group can take turns ae LAC leaders.
7.2.2 "Ihey a.re rosponsible for facilitating LAC sessions for their topic,
making sure that each LAC member contributes his or her ideas and
ou@uts collaboratively with others.
7.4LAC documentero
8. LAC Ilosunentatlon
8.1 Attendance sheets should be filled out during each LAC session.
8-2 Several LAC sessions can be devoted to tl:e resolrrtion of a s1rccifi.c issue
or problem. tAC dccumsrtation for such sessions can be submitted
quarterly or bi-annually (dependrlng on the duration of the interventjon or
implementation), patterned after School Improvemerrt and Innovation
Projects (SIIF) reports, *ihichwould includ.e the fofiowing components:
Page 3 of 6
Annex 3 karning Actlon Gell GuideHner
9.1.4 Provide feedback to the District and Division (for example, which
topics are often discussed, which topics need more inputs, and which
policies/program s are working) ;
9.1.5 Share with and adapt LAC practices from other schools thereby
developing a culture of collaboration and continuous improvement;
and
Page 4 of6
Annex 3 Learntng Adlon Cell Guld,eliaes :
Page 5 of 6
Annex 3 LearntngActlon Cell GuldeHner
training gains
LO.6.2 School Heads should monitor the application of
in the classrooms by conducting classroom obsewations,
consultations with teachers, and/or looking at evaluation or test
resnrlts of leamers if applicable.
Page 6 of 6
Republic of the Philippines
Delnrtment of Education
BURTAU OF LEARITIITG DELIVDRY p.s$rn
5n Fbor, Bonifacio Bldg., DepEd Complot
Meralco Avenue, Pasig Ci$
'Annex4
Budget Allocatton Per Region
REGIOIIWIDT TRAIilII{GS OIT THI
DIFFEREIVT K fiI12 TTACTilI{G AITD LEARNII{G DELIVERY PROGRAMS
FUNDS TO BE DOWNLOADED TO EACH REGION
Charged to the 2018 HRTD Funds
KTO 12 TLD !TO. OF PARTICIPAITTS Board aad fraUtng TOTAL
PROGRAMS
Tercherr/ T:rller! Totel hdgbg Materials
Parttctpantr and @?\soa /
Admlnr day for 5 Days
of Training
Pedagogical
Retooling in
Mathematics,
I 328 20 348 P2,61O,OOO.OO ?36,000.00 P2,646,O00.00
Languages, and
Science for Grades
4-6 IPRIMALS 4-6I
Enhancement of
Pedagogical Skills
in the Mother
2 Tongue and 294 2A 3lo P2,325,000.00 ?191,OOO.OO P2,516,0O0.00
Bridgrng Process
for Grade 2
Teachers
Pedagogical
Retooling in
Mathematics,
3 Languages, and 244 20 260 Pl,95O,OOO.OO P46,O00.00 ?1,996,O00.O0
Science for Junior
High School
IPRIMALS JHS}
Cross-
Specialization of
Grade 7-10 125
4 115 10 P1,687,500.0O ?15,700.00 ?1,703,200.0O
Science Teachers
on tleir Non-Major
Science Subiects
Alternative
5 Instructional 55 10 65 P487,500-00 P12,500.00 PsOO,O0O.00
Delivery Practices
Nqf€: An regionuide trainings on the aforemmtioned TLD Progran* should. be con&tctr,d. for 5 dags
?4Wt "CYoss-$paciati"rttion of Grade 7-10 &ience Ter'chqs ontheb NorvMajor Science Subjedso uhich
sllquld be conducted for 9 dags. These regionuide troinings should. be conducted. not ldter tlwn October,
20r8
Annex 5
3. Stengths a:rd areas for improvement based on the accomplished training eva-luation forms submitted by the trainees
4. Training management
5. Recomnendations
A:rnex 5
NTGIOIYWIDE TRAIIIIIITG ACCOMPLI$IIMEI{T RTPORT FORM
Title of Program:
Divisions Cowred:
fit-le of Program:
Name of School:
Division: Date of Visit:
Page I of5
/'\
Annex 6 LAC ilonitot{ng and, Evaluatioo Tools
Title of Pmgrarn:
Neme of School: District:
Division: Date of Visit:
Page 3 of5
,/'_-\,
Page 4 of 5
';
Annex 6 Monitodng and svatuatioa tools
Prepared by:
Page 5 of 5